Adult Basic Education
Program (MASABEP)
ABEP a prelude to post -secondary education
A comprehensive program guide for internal governance and
funding.
2012

Adult Basic Education Program
The MAS Adult Basic Education Program (ABEP) is designed to serve participants who
are under-educated and desire improvement in basic education. Our purpose is to
prepare mothers of our community for post-secondary education prospects and
enhance career development. Several students may use the Adult Basic Education
Program strategically to develop the required skills in order to master the General
Equivalency Diploma test (GED), which can transpire into college enrollment. In
addition, this program will assist participants with the ability to efficiently use
arithmetic, reading, writing, and to utilize language effectively. The MAS Adult Basic
Education Program will develop communication skills and improve daily life skills.
Examples: Analyzing stock options, creating a house hold budget, or writing a grocery list. The
ABEP program will include individuals who test on various curriculum benchmark
levels it is our goal to decrease dependency on governmental assistance, and induce
autonomy. Studies illustrate that lack of education and economic inequality are closely
linked; therefore, solidifying an educational foundation is imperative, and the ABEP
will facilitate this joint effort collaboratively with participant interaction at the forefront
of its success. The ABEP Program is vastly needed; more than 40% of adults, who lack a
high school diploma, encompass only an 8th grade level of education. Education is an
integral element of constructing a foundation for the success of the family. We will
outline the ABEP and identify the objectives and goals of the program that will be
instrumental in minimizing these astounding statistics surrounding Adult Learning.
The Adult Basic Education Program (ABEP) is an Adult literacy program that provides
comprehensive educational instruction. This program is designed for adults who lack
basic knowledge in reading, writing and mathematical concepts. The Texas Education
Agency policies and procedures are used as a guide for adult basic education
administration. The ABEP program will aid students in increasing knowledge in
reading, writing, and math skills. The program will operate using various instruction
methodologies to accommodate dissimilar academic levels that students may arrive at
in the course of the curriculum. The, ABEP will individualize learning with varied
instruction methods comprising of; solitary tutoring, group tutoring, individual study,
and class instruction. A Participantâ&#x20AC;&#x2122;s progression of this course will be based on the
curriculum benchmark levels set by the Texas Education Agency. Additionally, the
ABEP curriculum will be based on the Texas Adult Education Standardized
Curriculum Framework recommendations, such as the Literacy Completion Points.
Participants must complete 100 percent of the standards listed within a Literacy
Completion Point with 80 percent proficiency to meet each benchmark set by and
measured by standardized test (TABE) or other documentation.

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Mission Statement
It is our mission to cultivate independence by enabling vital educational requirements to obtain
post secondary instruction, comprehensive career development, which will enrich the lives of
undereducated mothers of our communities.

Vision Statement
It is our vision to equip the under-educated and underserved by providing progressive
educational programs. Within the first five years MAS will aid hundreds of women in their
aspirations of enhancing their lives through, the Adult Basic Education Program. We envision
that this will fabricate the framework that is integral for positive modification that will be
generational lasting.

Philosophy
The Mothers Aiming for Success Adult Basic Education Program will operate according to the
theoretical philosophy standards implied. Utilizing self-directive cognition skills, students will
initialize their own educational endeavors, setting goals, centralizing on the most beneficial
learning methods, and evaluating their progress. We will initiate a Critical reflections theme
that (Mezirow 1990) embodies transformative learning by reflecting on one’s educational and
life experience, and integrating knowledge gained from those experiences for the application and
improvement of their present educational environment. The MASABEB staff will invoke
adequate learning methodologies, using feedback from our students signalizing the most effective
progressive teaching methods.

Core Values
 Confidence–Operating with self assurance and with self reliability to accomplish the
impossible.
 Excellence-Striving to accomplish the distinctive goal of perfection, but with the
comprehension that excellence is manifested in various forms.
 Dignity-Motivated by integrity and encompassing the self-regard approach that repels
negativity.
 Humility-Continuing the cycle of learning and teaching in humility while maintaining
the position of success.

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Objective
Objectives are utilized to assist an identifying a program’s general purpose and intent. It is an
essential prerequisite for the development process of a program. Utilizing our objective we will
gauge each aspect of this program and evaluate its obligation according to the specified
objectives.
 Establishing achievements in literacy skill levels in reading, writing and speaking the
English language, numerical problem-solving, English language acquisition, and other
literacy skills.
 Accomplishing a secondary school diploma or the recognized equivalent.
 Acquiring or completing post-secondary education, training,
 Obtain unsubsidized employment or career advancement.

Instituting a need for the Adult Basic Education Program
The Workforce Investment Act of 1998 (WIA) defines individuals eligible for services
as follows: Section 203(1) of the WIA goes on to define ABE to mean services or
instruction below the post-secondary level for individuals:
 who have attained 16 years of age;
 who are not enrolled or required to be enrolled in secondary school under State law; and
Who:
 lack sufficient mastery of basic educational skills to enable the individuals to function
effectively in society;
 lack a secondary school diploma or its recognized equivalent and have not achieved an
equivalent level of education; or
 are unable to speak, read, or write the English language.
Establishing a need in the Harris County area
 21% of Harris County adult residents are unable to read a news paper Source:
National Center for Education Statistics (NCES
 26% of Harris County adult residents lack a high school diploma or equivalent Source:
Census Bureau
 12.8% of Harris County families live below the poverty level which is 3.6% above the
national poverty level average Source: Census Bureau
 12.1% of Harris County residents have less than a 9th grade education Source: Census
Bureau

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 As many as a quarter of Harris county children live in single parent homes, which are
associated with high poverty rates Source: Texas Kids Count
 As many as 60% of Harris county children are enrolled for free or reduced lunch by
residing in families with incomes at or below 185% of the national poverty level Source:
Texas Kids Count

Program Probable Results
To assemble the essential elements in educational foundation by teaching students the primary
aspects of English, Reading, and Math
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Transition Adult Basic Education students to adult secondary education
Transition Adult Basic Education students from adult secondary education, to college
Enhance career objectives that are beneficial to families
Assist students in obtaining High School Equivalency Diploma
Obtain skills essential to entering post-secondary education or training
Exit governmental assistance programs by becoming self sufficient

Student Population Profile
Compared to other states and the nation, Texas faces unique educational challenges that
require immediate attention in order to educate the citizens of Texas:
 Over 21 percent of adults in Texas have less than a high school diploma, as
compared to 14.8 percent for the nation.
 More than 40 percent of adults who lack a high school education also have less
than an eighth grade education.
 There are more than 1.2 million adults in Texas who speak English poorly or do
not speak it at all.
Utilizing the definition of eligibility from the Workforce Investment Act (WIA) of 1998,
adult education should be designed to serve individuals who lack basic skills, a high
school diploma or its equivalent, or the ability to read, write or speak English. Under
that definition, potential consumers of ABE services range from 4.8 million to 5.5
million in Texas. The numbers are projected to increase slightly every year, barring an
unexpected event such as an increase in immigration or a severe economic downturn
that could increase demand. Many adults needing educational services face multiple
challenges that can discourage them from completing programs and continuing on to
higher education. These include: job responsibilities, childcare, scheduling, high cost of
fuel, tuition, books, and other materials.

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The Adult Basic Education Program will service a diverse group of students who have
acquired a variety of backgrounds and educational levels. Adult learner educational
levels may vary between the basic skill level of 1.0 or 12.9 as measured using the TABE
test. Our participants are 16 years of age or older and are not registered in a traditional
K-12 learning institution. These students may lack: sufficient mastery of basic
educational skills used to enable the individual to function effectively in society, a
secondary school diploma or its recognized equivalent, and have not achieved an
equivalent level of education; or are unable to read or write the English language. Our
students may be employed, unemployed, retired or actively seeking employment.
Participants may have encountered negative academic experiences in the past that
became barriers to education. It is not unlikely that many adult learners experienced
multiple obstructions to education like family related issues, job related barriers,
pregnancy or health barriers, negative K-12 occurrences, incidents of boredom or a
feeling of not fitting in. Some students may have recently learned English and may be
ESL transplants.
In some aspects Adult Basic Education participants may be labeled, as nontraditional
students, while not easily defined a nontraditional student is described by the National
Center for Education Statistics (NCES) in seven characteristics:
Delays enrollment (not entering postsecondary education right after high school)
Attends part time; for at least part time of the academic year
Works full time (35 hours a week or more)
Is financially independent for purposes of determining eligibility for financial aid
Has dependents other than a spouse (usually children but sometimes others)
Is a single parent; or does not have a high school diploma (has completed high
school with a GED or other nontraditional diploma
 Does not have a high school diploma (completed high school with a GED or
other nontraditional diploma or has not finished high school)
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The degree to which a student is “nontraditional” plays an integral function in,
evaluating the probability of completing a degree. Several of these characteristics are
interrelated, students are considered “minimally nontraditional” if they attain one
characteristic, “moderately nontraditional” if they attain two or three, and “highly
nontraditional” if they attained four or more. For those students with a goal of
obtaining a bachelor’s degree, 42% of minimally nontraditional, 17% of moderately
nontraditional, and 11% of highly nontraditional students reached their goal (compared
to 54% of traditional students.)Their demands include time and scheduling, money, and
long-term commitment constraints. Supportive services are essential to the enrollment
of nontraditional students in college or training settings. To cultivating success for
nontraditional students it is imperative that institutions comprising of Adult learners
labeled as nontraditional students have continual supportive measurements at their
disposal.

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The Adult Basic Education Program has implemented accommodations that will enable
the nontraditional student with supportive foundational programs that are aimed to
reduce barriers that are associated with adult learning. Our supplemental programs are
designed to minimize student retention procedures. The MASABEP will offer an
expedient class schedule, advisement counseling, student evaluations mentor
sponsorship, peer & staff support, child care assistance and transportation assistance as
our core supplemental agenda.

Core Competencies
The competency model will aid in gauging the core skills needed to facilitate a role or
position; this triangulated approach will assist participants, staff and administrators in
building an educational foundation.
Program Administration Competencies
 Maintains ongoing agency outreach and publicity to promote the program and
secure funding, community expertise, and other resources.
 Establishes partnerships and alliances with businesses, institutions of higher
education, local educational agencies, child care centers, health centers,
employment and job training centers.
 Expands the network of adult education, and assess the needs for program
enhancement.
 Ensures that expenditures are allowable and appropriate and that allocated
funds are available throughout the fiscal year.
 Tracks expenditures and submits and implements a written budget
 Allocates funds equitably to programs needs

Program Staff Imputes
 Guides instructional staff in designing and implementing appropriate
educational curricula that accommodates adult roles, diverse purposes, learning
styles, abilities, and cultures
 Supports staff in planning instructional programs based on state performance
standards, research on effective practice, community and learner needs,
demographics, resources.
 Establishes structures and processes that allow instructors to work together to
improve teaching and learning.
 Encourages use of resources and curriculum materials that support anti-bias and
multicultural learning

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 Assists instructors in incorporating technology into instructional practices
 Oversees development and implementation of procedures for initial and
ongoing assessment
 Appropriates procedures for special learning needs participants
 Oversees development and implementation of procedures for student goalsetting
 Maintains state advised annual ABE training
 Certified in K-12 and Adult Education
Participant Competencies
 Pursues all aspects of work with force, and with the idea of completion; is
resilient to opposition even when facing of resistance or hindrances
 Utilize time effectively and efficiently; capable of centralizing priorities
 Generates a climate that is conducive for success; promotes confidence and
optimistic attitudes inwardly and toward fellow class mates
 Encompasses attentive and active listening
 Visibly illustrates and conveys instructions procedures

Program Initiatives
Program initiatives will ensure adequate measure of our overall MASABEP objective outlook
and will be instrumental in distinguishing if the incorporation of new ideologies is required to
maintain the implementation of these the initiatives.
(1) Provide adequate employment recruitment strategies that will assist in developing,
administering and supporting a comprehensive basic adult education program
(2) Administer and manage state funds for the program.
(3)This will have a development process that will enable development in the initial
program development phases and continuant program enhancement that is measured
in evaluation factors that are aligned with targeted community demographics, retention
prototypes, adult learner requirements and resources, financial viability trends, and
technical educational development in the Adult Basic Education arena.
(4) Acquisition of a technology agenda that correlates with the goals of the program and
enhances the overall productivity of participants through technology training resources
in the Adult Basic Education Program.
(5)This program will utilize community outreach, public relations, and company
collaboration to promote awareness, understanding, and recruitment of this program.
(7) Configures the ability of systematizing instruction, evaluating student progress, and
developing curriculum.

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Data Collection and Analysis
The data collection and analysis will promote clear procedures for collecting,
documenting, analyzing, and reporting data to state and federal authorities
Facilitated by the Texas Educating Adults Management System (TEAMS) guidelines
 Guides staff in deciding what data to collect based on requirements and
program improvement initiatives
 Establishes and monitors a process for collecting, documenting, and reporting
data in a appropriate and accurate way
 Oversees assessments of community needs to determine service and
employment needs and Opportunities
 Fulfills legal and program requirements for compliance, record keeping, and
reporting
 Maintains appropriate confidentiality of staff and student records
 Oversees collection of data on student educational and societal outcomes
 Analyzes and disseminates data to stakeholders in an accessible and timely
manner
 As a funded project responsible and held accountable for the integrity of the
data entered into the state’s management information system – Texas Educating
Adults Management System (TEAMS).

Orientation Policy
Orientation will be delegated for new student enrollees. Orientation will outline the
MASABEP program overview, student goal setting, and assessments. All students are
required to participate in student orientation. Generally student orientation will last
between 6 and 12 hours and may be divided into two intervals that will
http://faxzero.com/integrate over a two day time period. We will facilitate the
Standardized Placement Test assessment. These contact hours within orientation must
be documented, entered, and counted in the management information system Texas
Educating Adults Management System (TEAMS). Orientation will, but will not be
limited to:
 Identify student goals (short and long term with counselors) related to core
measures
 Indentify an Individual Learning Plan (ILP)
 Complete Registration/Enrollment
 Complete placement assessments outlined in the ILP

Assessment Policy
The Workforce Investment Act and Texas House Bill mandate that Texas employ a
standardized test to measure acquisition levels of literacy, math, and language skills for

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all adult students. Participants will be categorized based on TABE test scores in six
major assessment classifications for the National Reporting System (NRS) Educational
Functioning Level (EFL) table referenced in figure 1.1. The Mothers Aiming for Success
Adult Basic Education Program will use a standardized placement test as
recommended by the Texas Education Agency Our assessment policy will follow the
guidelines and procedures set by the Texas Education Agency. The Test of Adult Basic
Education (TABE) is the official assessment instrument used to identify and measure
student progress in Texas. The TABE Test is designed to assess reading, mathematics,
language, and spelling skills. The TABE Test will determine the assessorâ&#x20AC;&#x2122;s National
Reporting System (NRS) Functioning Level from six classifications: Beginning Adult
Basic Education (ABE) Literacy, Beginning Basic Education, Low Intermediate Basic
Education, High Intermediate Basic Education, and Low Adult Secondary Education
(ASE).
Pre-Assessment
Students must be assessed using a pre assessment TABE Test before beginning the
curriculum. Texas requires that students are assessed before enrollment in the adult
education management information system, named Texas Educating Adults
Management System (TEAMS). Texas mandates that students are administered at least
one sub-test of the standardized assessment instrument, prior to any academic contact.
Programs may administer any additional sub-tests of the standardized assessment
within 14 days of the first academic contact hour. Any proceeding test administered
within the first 30 days of any test may be compared and used to determine student
comprehension.
Post-Assessment
A subsequent post assessment must be administered to gauge the progress of
completion of curriculum benchmarks. After 60 instructional hours each participant
must be post-tested in their Domain of Significance (DOS) which will determine
whether an achievement level has been attained, exceeded, or languished. All Students
are required to minimally test once per program year. Sub-tests may be administered
for all subjects or within only specified subjects a full completion approximates less
than 1 hour. The Complete Battery test will approximates at 3.5 hours for full completion.
Exemptions to all assessment rules and regulations are not advised nor supported.
Exemptions are rare; the only exemption permitted by the Office of Vocational and
Adult Education is for Adult Secondary Education (ASE) functioning level that are post
tested using TABE.

Special Needs Policies and Procedure Guidelines
Accommodation for Students with Disabilities or Other Special Needs
Procedural Guidelines Dictated by the Texas Education Agency and Texas
LEARNS Texas Adult Education and Family Literacy Collaboration

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Participants with documented disabilities who require accommodations may request
assessment instruments in alternative formats and alterations in test administration
procedures. Participants who have obtained documented disabilities signifies that the
individual can present a formal document provided by a qualified professional
(physician, educational counselor, psychologist, special education teacher, or a
rehabilitation counselor) such as a doctorâ&#x20AC;&#x2122;s report, a diagnostic assessment, an
Individual Education Plan (IEP) or other formal record of disability that includes:
A. A diagnosis of the disability, whether it be a medical, psychological, learning,
developmental and/or attention deficit disorder.
B. An evaluation of the educational implications of the diagnosis and the impact of the
disability on areas of functioning.
C. Recommendations for the specific strategies and accommodations in education
required by the disability which are reasonable and necessary as provided by
ADA/Section 504.
D. The accommodations provided in the assessment should be the same
accommodations used during instruction.
E. Students who are mentally retarded and/or developmentally disabled, served by
local programs, are subject to the standardized testing requirements as referenced in the
State Assessment Policy for Adult Education.

Curriculum Policy
The Mothers Aiming for Success Adult Basic Education Program will institute a
comprehensive curriculum structure based on the Texas Standardized Curriculum
Framework. This curriculum will be aligned with and incorporate learning standards
from the Texas Adult Basic Education Curriculum Framework. Our curriculum will
contribute to the participantâ&#x20AC;&#x2122;s progress toward achieving their goals. This curriculum
will be reviewed on a regular basis (at least annually) to ensure that curriculum,
instruction, and assessments are aligned with the Texas ABE Curriculum Frameworks.

Instruction Procedures
A. The MASABEP has a process for developing curriculum that is based on the
assessment of learners and includes participation and input from administrators and
staff.
B. The curriculum reflects the mission and philosophy of the program and is compatible
with the principle MASABEP objectives for adult learners.
C. This curriculum will includes goals, objectives, outcomes, approaches, methods,
activities, materials, technological resources, and evaluation measures that efficiently
meet the learnersâ&#x20AC;&#x2122; needs and goals.
D. The curriculum identifies assessable learning objectives for each instructional aspect
for learners and is appropriate for learners in multilevel classes.

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E. Curriculum and instructional materials are easily accessible, up to date, appropriate
for adult learners, culturally sensitive, oriented to the language and literacy needs of the
learners, and suitable for a variety of learning styles.
F. The program has an ongoing process for curriculum revision and modification in
response to the changing needs of the learners, community, and policies.

A. Instructional activities adhere to principles of adult learning and language
acquisition. These principles include the following:
B. Adult learners bring a variety of experiences, skills, and knowledge to the classroom
that need to be acknowledged and included in lessons.
C. Language acquisition is facilitated through providing a non-threatening environment
in which learners feel comfortable and self-confident and are encouraged to take risks to
use the target language.
D. Adult learners progress more rapidly when the content is relevant to their lives.
E. Learning is cyclical, not linear; therefore learning objectives will be recycled in a
variety of contexts.
F. There will be an array of Instructional approaches that will meet the needs of adult
learners with diverse educational and cultural backgrounds.
G. There will be Instructional activities that will engage the learners in taking an active
role in the learning process.
H. Our instructional activities will focus on the acquisition of communication skills
necessary for learners to function within the classroom, outside the classroom, or in
other educational programs.
I. There will be instructional activities to integrate the four language skills (listening,
speaking, reading, and writing), focusing on receptive and productive skills appropriate
to learnersâ&#x20AC;&#x2122; needs.
J. Instructional activities will vary to address the different learning styles (e.g., aural,
oral, visual, kinesthetic) and special learning needs of the learners.
K. Instructional activities will incorporate group strategies and interactive tasks that
facilitate the development of authentic communication skills. These include cooperative
learning, information gap activities, role plays, simulations, problem solving, and
problem posing.
L. Instructional activities will consider the needs of multilevel groups of learners,
particularly those with minimal literacy skills.

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M. Instructional activities will focus on the development of critical thinking approaches,
problem solving, team participation, and study skills.
N. Instructional activities will give learners opportunities to use authentic resources
both inside and outside the classroom.
O. Instructional activities will give learners opportunities to develop awareness of and
competency in the use of appropriate technologies to meet lesson objectives.
P. Instructional activities are culturally sensitive to the learners and integrate language
and culture.
Q. Instructional activities will prepare learners for formal and informal assessment
situations, such as test taking, job interviews, and keeping personal learning records.

Enrollment Agreement
All Participants will be required to comprehend and sign an enrollment agreement,
signifying they are willing participants in the MASABEP, and will adhere to rules,
regulations, and participant initiatives. Students who do not adhere to the contractual
document may face adverse actions by the program.

Program Retention
The MASABEP supports retention through enrollment and attendance procedures that
reflect program goals, requirements of program funders, and demands on the
participants. Our program encourages learners to participate consistently and with
endurance to reach each identified goal. We will accomplish this by adjusting the
scheduling and location of classes and by providing appropriate supportive services.
Our program effusively strives to accommodate the special needs of learners. We will
contact participants with irregular attendance patterns and acknowledge learners who
attend regularly. Lastly the MASABEP will provide participants with appropriate
support for transitioning to post secondary programs.

Employment Guidelines and Procedures Overview
Employment Conditions
A. The MASABEP program supports compensation and benefits commensurate with
those of instructional and other professional staff with comparable positions and
qualifications within similar institutions.

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B. This program has placed policies and procedures that ensure professional treatment
of staff.
C. Our program supports a safe and clean working environment.
D. The MASABEP program recruits and hires qualified instructional staff with training
in the theory and methodology of teaching ABE academia.
D.1 Qualifications may vary according to local agency requirements and type of
instructional position (e.g., paid instructor, volunteer).
E. This program recruits and hires qualified administrative, instructional, and support
staff that have appropriate training in cross-cultural communication, reflect the cultural
diversity of the learners in the program, and have experience with or awareness of the
specific needs of adult English learners in their communities.
F. Our program recruits and hires qualified support staff to ensure effective program
operation.

Licensure
Requirements for a license typically consist of a bachelor's degree and completion or
certification of an approved teacher training program. The MASABEP will adhere to the
guidelines and instructions set by The Texas Education Agency for licensing and
educational requirements.

Adult Basic Education Assessment Administration Training
Texas requires that test administrators be properly trained before administering
standardized assessments. The MASABEP will utilize Texas LEARNS who provides
certified trainers through the regional GREAT Centers to provide test administrator
training. Our program shall maintain at least one test administrator for each test
instrument and maintain test administrator training documentation on file available for
review by a Grant Services Manager or other state staff.

Other qualifications
Adult education and literacy teachers must have the ability to work with students who
come from a variety of cultural, educational, and economic backgrounds. They must be
understanding and respectful of their students' circumstances and be familiar with their
concerns. All teachers, both paid and volunteer, should be able to communicate well
and motivate their students.
The Texas State Board of Education minimum requirement is that all staff has
completed at least a GED or high school diploma to be eligible as a tester, but it is
highly and strongly recommended that a 4-year degreed teacher administer the TABE.

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Our Program will have ongoing training on data collection. Directors will be required
annually to be up-to-date on National Reporting System policy, accountability policies,
data collection processes, definitions of measures, and how to administer assessments.

Facilitation
This course will encompass full time teachers, tutors, and group learning environments.
Class settings may vary for each individual learner characterized by their placement
level. The program will offer six courses: Beginning Adult Basic Education Literacy
(ABE), Beginning Basic Education, Low Intermediate Basic Education, High
Intermediate Basic Education, Low Adult Secondary Education, and High Adult
Secondary Education. Participant placement will be based upon the results of the
Standardized Assessment. It is our goal to aid each participant according to their
curriculum benchmark level. Each course will have a length of nine weeks totaling five
sessions per fiscal year, beginning from the first weekday of May and ending with the
last week day of April. The program will be equipped with adequate instructors, staff
and volunteers.